A New Zealand Herald Commercial Publication
Tuesday, August 16, 2016
education + careers
UNIVERSITY FOR GROWN-UPS Adult students thrive THE FUTURE IS NOW Tech Futures Lab launches
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nzherald.co.nz | The New Zealand Herald | Tuesday, August 16, 2016
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The future is now
Inside P6
Dani Wright finds out how employees can stay within their industries, while reinventing their roles for the future, as Tech Futures Lab launches in Auckland
E
ducation futurist Frances Valintine likes to ask people: “If you lost your job tomorrow and the only place in the world you could go to find work is Silicon Valley, what job would you do?” It’s a question she likes to aim at the average 40-year-old worker, who may be established in a more traditional career, rather than a younger worker who may already be up-to-speed with technology in their job. (continues over) The tech revolution is hitting with force, says Frances Valintine. Tech Futures Lab specialises in upskilling professionals in the latest technology.
University for grown-ups
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Trade up ec2 is an NZME Custom Publication. The next issue will be published on the 22nd of November. Editor Greg Fleming Gregory.fleming@nzme.co.nz Advertising inquiries Neil Cording neil.cording@nzme.co.nz Contributing writers Tiana Templeman, Lawrence Watt, Danielle Wright, Raewyn Court
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nzherald.co.nz | The New Zealand Herald | Tuesday, August 16, 2016
The future is now “The world of Silicon Valley is just a few years ahead of us, so there will be a very large number of people whose careers will become redundant with around half of the current roles in New Zealand up for automation in the next 10 years,” explains Valintine. “Kiwis will need to think about how they could survive in the new world and reinvent how they can contribute to their companies.” To help, Valintine has founded Tech Futures Lab in Newmarket. It aims to prepare professionals for the future by re-tooling them with skills to re-engineer their careers. “It’s a chance to cram a year’s worth of university study into one 10-week block where professionals can learn with other professionals, rather than going back to their student days,” says Valintine. There are five programmes: Cybersecurity; Robotics and Automation; Machine Learning and Artificial Intelligence; Data Science and Big Data; Business Innovation and Disruption. The cost is $9500, with up to 16 people in each intake for each proramme, a maximum of 80 students at any time. “The programmes will fast-track the applied learning of some of the most sought-after skill-sets in the world right now, fostering an investment that has the potential to take New Zealand businesses into the future,” says Valintine. She’s seeing everyone from construction to banking, legal to medical backgrounds, interested in the programmes. The tutors are a combination of full-time experts with PhDs, as well as a large number of industry leaders as contributors, solidifying the theoretical aspects with practical knowledge. What’s great about the courses is that older workers won’t need to completely change industry, because all industries will need technical aspects in the near future. “We are standing on the beach and the tidal wave is about to hit. No job, sector or industry is immune,” says Valintine, explaining that compared with the Industrial Revolution, the change in the Technological Revolution is occurring 10 times faster, at 300 times the scale, with 3000 times the impact. “The largest New Zealand companies competing in the global market are far more aware of this and the next tier down aren’t necessarily going to feel the pinch right away,” says Valintine, “but everyone will recognise the need to be more agile in the new world.” It’s exhausting to think of the rate of change, but Valintine sees many good things coming as the world adapts. “The technological changes happening in the world are beneficial,” says Valintine. “We’re now more
educated, healthier, we live longer and in every metric we’re in a better world.” There are also a growing number of opportunities taking over from roles that are becoming obsolete. For example, Valintine says Microsoft recently said 1.5 million data science jobs can’t be filled right now, as well as a million cybersecurity jobs. “Most jobs can be automated,” says Valintine. “So, I think it’s better working at the end creating the automation, rather than being the one being automated out of a job. It’s
Most jobs can be automated... it’s better working at the end creating the automation, rather than being the one being automated out of a job.
The
Frances Valentine, Tech Future CEO
about being prepared.” As well as Tech Futures Lab, Valintine founded Mind Lab, teaching 40,000 children each year to be more digitally literate, as well as helping teachers lead through a time of change. “I’m not worried so much about the children’s careers as they already have technology figured out, but I do think there’s a risk there won’t be companies in New Zealand for them to work at,” warns Valintine. “If you want your children employed and staying in New Zealand then we need to create scalable, digital-robust companies for the road ahead now.” However, because the digital technology space has no boundaries or barriers, it may not be as hard as it once was to keep Kiwi talent on home soil. “The World Bank listed its top 10 innovative countries and six of those were small countries like New Zealand, with around 5-10 million people in them,” says Valintine. “Our size should be one of our greatest assets as we move forward.” Workplaces and the way we interact with workmates is also set to be revolutionised, helping workers move out of major cities and increase their lifestyle opportunities. “Corporations are shrinking and people will have much greater flexibility about where they work,” says Valintine. “It’s likely we will be paid on what we contribute — our output — rather than by the hour and the hierarchical model won’t be as prevalent. For example, there will be more gender balance. There will also be more intangible businesses — not bricks and mortar — and the resources will be
Frances Valintine says we will all have to adapt to survive in the new tech-centric world.
shared, with the platform as the common connection.” She says of the fastest growing companies in the world, more than 90 per cent are now intangible, which bodes well for New Zealand businesses which can tap into knowledge
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Pic Ted Baghurst.
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nzherald.co.nz | The New Zealand Herald | Tuesday, August 16, 2016
University for grown-ups
Mature age study can ignite the imagination, build confidence, increase earning potential and perhaps even help you land your dream job, writes Tiana Templeman
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ature age students often discover it is case of ‘good things come to those who wait’ when they make the decision to enter university later in life. Unlike many school-leavers, they are clear about what they are studying and why, and already know what they hope to achieve. Having time to experience the world of work provides adults with a unique skill set that can help them succeed at tertiary study. If mature age students need extra training or support, there are workshops and courses designed to help them settle into university life. Professor Graeme Aitken, Dean of Education at the University of Auckland, is familiar with the life experience and determination to succeed that mature age students bring to university. “Adult students bring a greater understanding of life in general that students who have come straight out of school don’t have. They have made a conscious decision to pursue their career and, in that sense, have a higher level of commitment and motivation to study.” Roy Ualika, 38, made the decision to enrol in a Bachelor of Education degree and become a primary school teacher after spending seven years working with at-risk youth. “The kids I was working with were
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aged between 13 and 16. I wanted to get qualified because it would give me the ability to intercept them at a younger age and help them sooner.” Returning to study was not a decision he made lightly. “There is a lot of weight behind the decision to study as a mature age student. I am glad I did it, especially at the stage that I did. With teaching, it helps to have a lot of experience behind you.” Entering university as an adult is not without its challenges. Mature students often have additional responsibilities and pressures outside university. There can also be an assumption that older first-year university students have ‘got it together’ and do not require the same level of support and guidance as their younger peers, something which is often far from the truth as Ualika discovered. “It was very different to when I was in high school years ago. I had to do a lot more critical thinking and the whole academic side was terrifying. I had forgotten how to write an essay.” Fortunately universities have begun to understand that beginning or returning to study as an adult can be challenging and are providing programs to help make the transition easier. “If you want to bring people into professions from diverse backgrounds, you need to provide pathways for them to do that,”
explains Aitken. Workshops and courses can assist with general university skills such as academic writing, good study habits and preparing for exams. There are also bridging programmes designed to prepare students for university study, particularly those who left school without a formal qualification. For adult students who already have an undergraduate qualification and are returning to study, there is a six-week Introduction to Postgraduate Study course. “This gets students reconnected to what it means to be in a university environment as, for some of them, it has been 15 or 20 years since they were at uni.” While settling into university life can be difficult, perhaps the biggest challenge for mature age students is fitting everything in, according to Aitken. “Most of them have other commitments in their lives so it can be hard to them to manage the different demands. The biggest challenge is keeping up to date with their studies. If they get left behind, catching up can be very difficult.” These competing demands mean sacrifices are often made by adult students on a daily basis in terms of leisure time, social life and even time to sleep. Finishing a required reading while
they are on their way to work or waiting to collect children from school enables them to fit study time into days which are often devoted almost entirely to meeting the demands of others. It is not uncommon for mature age students to also hold down a job, even those who are technically studying full time. As a father of six, juggling multiple work, study and home commitments remains a constant challenge for Ualika. “I go to uni four days a week which is classed as full-time. On my day off, I do mentoring for youth. I also work as a cook during semester breaks.” With so many commitments to manage, it can be helpful for older students to look for flexible study options such as online learning, weekend or summer intensive programmes, or units that offer evening classes. For those gaining a tertiary qualification in their existing field of expertise, it can be worth investigating what workplace entitlements or other support might be available. Mature age university students have the determination and desire to succeed and the maturity to avoid the distractions that university life can bring. “As an adult you are not so worried about what is going on around you [at university],” says Ualika. “You are there to study and to get your degree.”
Roy Ualika, 38, enrolled in a Bachelor of Education degree after spending seven years working with at-risk Photo Ted Baghurst youth.
5 tips for mature age students ■ Expect to go through a transition period as university presents many challenges. Allow a few months to settle in and don’t be too hard on yourself. ■ It can be tempting to skip nonassessable bridging courses and simply get on with the assignments but students who access these courses are better prepared to succeed. ■ Don’t rely on spontaneity. Schedule time with family members, plan something special for when exams are over and arrange a proper catch up with friends during semester breaks. ■ Talk with your partner about your experience of study and encourage them to raise any concerns they may have, especially those related to increased domestic chores or childcare. ■ If you run into trouble with your studies, seek help fast. Everyone at university wants you to succeed. Whatever help you might need will be given willingly and with understanding
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nzherald.co.nz | The New Zealand Herald | Tuesday, August 16, 2016
Re thinking university Universities face pressure from disruptive technologies. Some are questioning the structure of universities and how well the current model prepares graduates for work, reports Lawrence Watt
The landscape in which universities operate is shifting; how they adapt to this is key to their survival.
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his debate begins with a blogpost by Professor Kourosh Kayvani, a Sydney-based structural engineer and director at management consultancy firm Aurecon. His experience includes lead structural engineer for London’s Wembley Stadium arch and roof. An honorary professor at Sydney University, he is currently advising on large projects. Kavani believes universities are failing to provide graduates with the skills needed for their first jobs. “In a study conducted in the US last year, only 23 per cent of employers said recent graduates are well-prepared for applying their knowledge and skills at work,” he says. “The landscape in which universities operate is shifting. Online learning and open online courses have meant learning content is now easily accessible to all. In many instances access to information is free. “This is forcing universities to rethink their place in the educational ecosystem and the value they provide to their clients. “If universities are to remain relevant in a world of constant disruption, reimagining who their client is would be a powerful action. If they did this they would interact with industry in totally different ways.” But not everyone agrees. Dr Bill Rosenberg, economist and director of policy at the Combined Trades Unions, says universities are also research institutes and their teaching should deliberately be general. Despite rapid change, graduates will always need “a basic grounding in a discipline that should be as broad as possible, so they can understand the basis of a particular occupation and industry — say, the principals underlying engineering, psychology, computer science or whatever.” A university education should prepare graduates for change. “Graduates should be able understand what is needed when things change and so be able to learn new things easily.” Now you can Google almost anything, the ‘thinking’ and ‘creative’ aspects of a degree seem even more important. “Information is now valueless, two clicks and you’ve got it. But judgment costs a premium,” says Kim Campbell, CEO of the Employers and Manufacturers Association. Campbell is amazed at the high level of graduates he takes on, many with two, some with three degrees. Some can take years to find their niche. Others fall below standard. And while many graduates have large loans to pay off, universities are not producing sufficient graduates in areas of high demand (like science and engineering) while there is a surplus of
law graduates. He suggests the system requires better planning, perhaps reducing some intakes. But there is also more to university than lectures, assignments and exams. Campbell recalls his time vigorously debating political issues in the university ‘quadrangle’ (where people had lunch or coffee). While not part of your degree, the quad talk helped develop a lifelong skill. “The people who succeed in the end are good communicators,” he says. Right course key Many jobs, even those you needed a degree to get, are disappearing. A recent study by Deolitte UK predicts 35 per cent of UK jobs are at risk of automation within 20 years. Experts like English futurist Richard Watson, author of Digital versus Human, say GPs, accountants and journalists are at risk. Fewer jobs will be created than are lost and the world is now in ‘Future Shock’, defined as “too much change in too short a period of time.” Rosenberg (above) says the kind of work that professionals do will change — accountants will do less numbercrunching and focus on offering advice. It’s true that “You have to re-invent yourself every 10 years,” says Campbell. But change is not new, it’s today’s pace that is much faster. Formal education has got longer to suit the increasingly complex world. In his grandad’s day, people finished secondary school; in his father’s time they finished college (in the US, where his father studied); today’s minimal requirement is tertiary education to age 21 or 22. Campbell believes universities are doing a good job of offering courses for people who need to top up their skills, but he warns people to think carefully about why they are doing the course — is it to get a better job, or to do something they value? Rosenberg suggests initial degrees will probably get even longer but employers will have to offer more skillsbased courses themselves. “It’s simply not feasible for universities to know about all the things that firms need.” Polytechnics may also be part of the answer. “It’s a mistake to think that polytechnics are a lower form of life than universities.” If you end up studying for a longer part of your life, as a result of re-skilling, “It doesn’t mean that your first degree needs to be shorter, there is an argument that it should be longer. There is so much to learn,” Rosenberg says.
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“If you believe in digital disruption, then the reality may well be we don’t know what the businesses of the future will look like,” says Professor Greg Whittred (pictured), dean of the University of Auckland school of business economics. So designing a suitable course may not be easy — but he reckons it’s “closer to the truth [that] we can make an informed guess about the kind of topics you need to cover, like social media, disruptive business models, change management, creative
thinking and entrepreneurship.” The school also focuses on “soft skills” like negotiation, managing people and perseverance. “Universities are keenly aware of the challenges in front of them. The current focus around graduates’ employability demonstrates universities are aware who the customer really is,” he says, but “when universities are challenged, it is in the ability to adapt to this new environment. Change is difficult to effect; the characteristics that have allowed universities to endure for centuries are not necessarily those that make them nimble and adaptable.” He feels that free net-only courses from overseas are over-rated. “The campus-based experience is unlikely to disappear.”
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Some examples of 3D animation completed by students at Manurewa High School.
An animated opportunity Manurewa High School students are going 3D thanks to a joint partnership with Te Tuhi Gallery in Pakuranga, reports Dionne Christian
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n the 3D animation class at Manurewa High School, Year 12 and 13 students are thinking about the future. How might houses inspired by the architecture of Thailand be designed for New Zealand conditions? How might the marae of the future look and best serve their communities? What games would kids like to play in five or so years? If global warming decimates the human population, what creatures might arise to take our place? Taught by established artist and digital visual arts teacher Rangituhia Hollis, this is the only 3D animation
class offered at a New Zealand secondary school – and Hollis is determined his students get realworld experience now. So, when he was commissioned to produce an animation work for one of the most ambitious shows at Te Tuhi Gallery in Pakuranga, east Auckland, he asked some of his students to assist. AJ Shirley, Natanahira TuiasauMakoare and Smey Chhean worked as animation assistants on Oko Ake. The three-channel video work included five acts and spanned a 14m section of wall at Te Tuhi. Music teacher Shannon Coulomb helped with the soundtrack.
It was part of an exhibition called The Hive the Hums, described by Herald arts writer TJ McNamara as impressive and varied. “This exhibition, curated by Bruce E. Phillips, does exactly what a public gallery should. It enables artists to show large works and installations and the result here is a group of singularly powerful works in a range of media,” he wrote. The opportunity extends the Future Animators programme, a partnership between Manurewa High School and Te Tuhi that started around three years ago. Students taking part in the oneyear programme get the chance to
develop their skills and then have their work exhibited in a show at the gallery. “It shows them that there’s not a great degree of difference between themselves and practising artists already working in this field,” says Hollis. “It’s about providing an opportunity to get out into the world.” Using Blender (an open-source animation tool), Aftereffects and Photoshop on their projects, they research, develop and refine a digital animation shot and have complete conceptual freedom. Work in previous exhibitions has included visual narratives from
architecture, urban design, fictional narratives, profiles of video games and other aspects of popular culture. Future Animators started after a conversation between Hollis and Te Tuhi’s senior curator, Phillips. It’s been greatly helped by the fact Te Tuhi’s education manager Jeremy Leatinu’u, who’s helped keep it on track, is also an artist and former Manurewa High School student. Leatinu’u agrees Future Animators is an excellent example of how a school and gallery can work together and says it’s greatly enhanced by having a teacher, like Hollis, who already works with this kind of technology.
Follow the story at teachfirstnz.org Applications for the Teach First NZ graduate programme close today.
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nzherald.co.nz | The New Zealand Herald | Tuesday, August 16, 2016
Trade up
Where the jobs are going to be How many more skilled people do our trades and services need by 2020? Automotive 11,200 Civil 19,600 Plumbing, Gasfitting, Drainlaying 7800 Electrotechnology 11,300 Mechanical Engineering 5400 Manufacturing 40,000 Aged Care/Support Worker 17,500 Construction 64,000
A chronic shortage of apprentices has sparked a national campaign to promote New Zealand’s need for more skilled people in trades and services, writes Raewyn Court
G
ot a Trade Week, launching on August 22, will showcase opportunities for the 72 per cent of school-leavers who don’t go to university. Andrew Robertson, chair of Got a Trade Week, says the campaign will be useful in informing students, parents and teachers of career opportunities available for young people in more than 140 trades and services.
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With more than 75,000 young New Zealanders aged 15-24 years not currently working, studying or training, “they’re not developing the skills they need to compete in the workforce,” says Robertson. “We all need to work together — in the home and in the classroom — to steer our kids in the direction of real job opportunities.” Gaining a qualification by way of an apprenticeship gives schoolleavers and older people the opportunity to earn while they learn, “which importantly means they are not contributing to the country’s staggering student debt,” he says. “The average student loan balance last year was more than $20,000 and it’s taking the debtor an average of seven years to pay it off.” He says if young people follow their passion and work hard in learning a trade or service, they’ll be rewarded with a well-paid and interesting career. Apprenticeships provide practical, marketable skills which can be transferred overseas, and they can jumpstart a world of lifelong learning. “The emphasis on competencies means that careers learned on the job are better suited to an increasingly changing world of disruptive and digital technology.” Many trades and services are wellsuited to self-employment. Robertson says nearly 20 per cent of those in the automotive sector are selfemployed compared to 16 per cent for New Zealand as a whole, and onethird of people in the hairdressing sector are business owners. With the need for more apprentices becoming dire, especially in engineering and construction, companies are having to change the way they do business. “Some are bringing in skilled people from overseas, others are scaling back their operations and turning away work because they don’t have the appropriate skilled workforce,” says Robertson. Industry training organisation Competenz provides information, guidance and advice to employers and prospective apprentices in 37 industries, including engineering, forestry, printing, packaging, signmaking, journalism, transport, food and beverage, manufacturing, textiles, apparel and laundry, business and sales. CEO Fiona Kingsford says the housing crisis has led the public to focus on opportunities in building and construction, “but there is a real and genuine demand from all trades for skilled people. For example, the mechanical engineering sector needs 5400 new people by 2020 to meet employment growth and replace-
ment demand. The manufacturing sector is calling out for 40,000 new people for it to keep up with growth and demand in the next four years.” Competenz facilitates on-the-job training and vocational learning through the development of nationally recognised qualifications, and works closely with apprentices and learners to build their skills. Kingsford says Got a Trade Week is one of the ways Competenz promotes trades to prospective apprentices, but they also have a Schools and Careers team facilitating a Gateways programme for learning outside the classroom, and their Tools 4 Work programme shows secondary school teachers the Competenz learning units that can contribute towards an NCEA qualification and vocational pathway. “In this current climate, where housing is becoming unaffordable and there’s a real hopelessness for young people to get on the housing ladder, learning a trade means they can gain skills and a qualification without student debt. They have a job, transferable skills, and industry contacts at the end of their apprenticeship,” says Kingsford. The Defence Force provides training in warfare trades, but recruits can also choose to become electricians, plumbers, carpenters, mechanics, information or communication systems operators, engineers, PT instructors and intelligence operators. Qualified personnel are guaranteed 15 years of employment. After 16 weeks of basic training, Army recruits move into training in their chosen trade, followed by collective and leadership training. A new recruit in basic training earns around $34,000, moving to $45-50,000 as a private.By progressing through the ranks, they can be paid up to $104,000 as a warrant officer. Extra financial rewards are provided due to ‘the Military Factor’ – the commitment required to play a part in situations unique to military life. Personnel receive a variety of subsidies along with free medical and dental care for work-related purposes. Robertson says gender diversity is alive and well in the trades and services, with a notable increase in the number of women working in male-dominated trades and services over the past 10 years. “This is attributable to the demand for skilled workers in key sectors, attractive salaries and greater promotion of apprenticeships to women. In the wider building and construction sectors, one-fifth of apprentices are women.” Carla Tonga, an apprentice builder featured in TVNZ’s Our First Home last year, pursued a career in building because she grew up playing outside and loved making kites and huts. As a carpentry apprentice at Build NZ Quality, she finds the whole construction process intriguing — “not just learning about how to construct a building, but the systematic processes and the team environment.” Having studied carpentry at university and on the job, she says the advantage of learning on the job is clear: on-site experience. “This is one of the first questions an employer will ask you,” she says. Robertson says men are also bucking the trends in key service sectors. Male participation in the female-dominated sectors of hairdressing, youth work and aged care has increased in the past 10 years.
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Not only do students work on amazing opportunities while studying, an education with Servilles Academy opens many doors in the industry after they graduate often leads to employment. Servilles graduate Fern Edmonds said that Servilles Academy “taught me a skill that’s already taken me places I would never have expected.” Not only do students work on amazing opportunities while studying, an education with Servilles Academy opens many doors in the industry after they graduate. Aaron De Mey, a Servilles graduate, moved to New York shortly after graduating and within six months landed a job working on Naomi Campbell for i-D Magazine. Aaron was named “One of the Year’s Top Beauty Geniuses’ by Elle magazine in 2010 and has continued to stay at the forefront of the beauty industry. Another Servilles graduate, Michael Ashton, went on to achieve greatness after completing his studies by becoming the personal hair and makeup artist for Adele. Hairdressing is a creative, diverse and inspiring career, where no two days are the same. With first-class training and highly qualified tutors, an education with Servilles Academy really can take you places. ■ Phone 0800 SERVILLES or visit them at www.servillesacademy.com to enrol.
Students at work on the recent production of Evita.
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nzherald.co.nz | The New Zealand Herald | Tuesday, August 16, 2016
Cognition Education Speaker Series Dr Karlo Mila Radical acceptance
Creating the conditions for polycultural capital and advantage for Pasifika learners. Where and when: 23Aug Christchurch
25 Aug Nelson
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Māori and Pākehā histories – how to use agentic curriculum content, and teaching learning approaches.
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A culturally responsive curriculum in action
Where and when: 11 Oct Wellington 18 Oct Christchurch
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Where and when: 12 Oct Nelson 20 Oct Auckland
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